Key Ideas and Concepts Click the following Image to View a Prezi Presentation of Key Ideas and Concepts.
Flipped classroom has become a new trend in education. This new trend is one where students are required to view course material and practice labs at home while in the classroom, the teacher will lecture by highlighting the main points, and answer questions learners might have as they perform authentic assignments. However, flipped classroom instruction is limiting because of issues related to multimedia technology and learners’ cognitive processing.
A blended learning environment might present challenges that teachers and administrators might not be aware of. For example, students might have a traditional way of thinking concerning authentic (real-life) projects, believing that such assignments must be done at home and never in the classroom. Blended learning students will have access to the online portion of the course at home to engage in learning from course materials. However, often teachers and students will use class time to go over these materials instead of engaging in meaningful authentic projects where learners' questions can be answered in real-time.
Most likely, as blended learning professors in higher learning you may already know that multimedia resources are better than text-only resources, however, you might not be able to explain why this is so. Also, while most of you as professors might be aware of the existence of flipped classroom instruction, most likely you will not know how to effectively use multimedia tools such as Prezi presentations and Google hangouts to support this type of classroom instruction. Therefore, the purpose of this workshop is to fill a gap in multimedia design where blended learning professors will learn how to effectively use Prezi presentations and Google hangouts to support flipped classroom instruction. Multimedia tools for example, example Prezi and Google Hangout are often used in flipped classroom instruction.
Although these tools allow teachers and learners to deliver multimedia presentations, if these messages are not well-designed, they will not be effective. A well designed multimedia message will be built with the receiver’s cognitive processing in mind. A good way to incorporate the receiver’s cognitive processing in a multimedia message is to employ Mayer’s (2009) Triarchic method of Instruction. Mayer’s Triarchic model includes: 1) Reducing extraneous processing ; 2) Managing essential processing; and 3)Fostering generative processing. Dr. Richard Mayer’s Triarchic Model of 12 Design Principles
Reducing Extraneous Processing
Coherence: People learn better when extraneous words, pictures, and sounds are excluded (concise method) than included.
Signaling : People learn better essential is highlighted (signalled method) rather than not highlighted (non signalled method)
Redundancy: People learn better from graphics and narration (nonredundant) than from graphics, narration and on-screen text (redundant method.
Spatial Contiguity: People learn better when corresponding graphics and printed text are placed near each other (integrated method) rather than far from each other (separated method) on the page or screen.
Temporal contiguity: People learn better when corresponding graphics and spoken text are presented at the same time (simultaneously method) rather than in succession (successive method).
Managing Essential Processing
Segmenting: People learn better when a multimedia lesson is presented in learner-paced segments (segmented method) rather than as a continuous presentation (successive method).
Pre-training: People learn better when they receive pre-training in the names and characteristics of key components (pre-training method) rather than without pre-training (no-pre-training method).
Modality: People learn better from graphics and narration (narration method) than from graphics and printed text (text method)
Fostering Generative Processing
Multimedia: People learn better from words and pictures (multimedia method) than from words alone (single-medium method).
Personalization: People learn better from multimedia lesson when the words are in conversational style (personalized method) rather than in formal style (nonpersonalized method).
Voice: People learn better when the words in a multimedia lesson are spoken by a human voice (human-voice method) rather than a machine voice (machine-voice method).
Image: People learn better from a multimedia lesson when the speaker's image is on screen (image-present method) rather than not on screen (no-image method).
Active Learning The best way to promote meaningful learning outcomes is through active learning where meaningful learning outcomes is the result of the learner's activity during learning (Mayer, 2009). Still, active learning does not necessarily refer to the learner's physical behavior, for example the amount of hands-on activity that occurs during learning. The active learning level will depend on the level of cognitive activity that learners experience during instruction. For example, a well-designed multimedia instructional message with effective passive instruction will yield active cognitive learning. For instance, using mind tools and concept maps for collaboration. Also, a well-designed multimedia instructional message with effective active instruction will yield active cognitive learning. For example, when learners use interactive games and simulations.
Prezi Presentations in Light of Mayer’s cognitive theory of Multimedia learning Prezi is a cloud-based presentation program which was created during 2009 by Peter Arvai (prezi, 2014). Due to its intuitive nature, educators and learners can use prezi to organize information to promote knowledge construction for finding meaning to complex problems. Prezi presentations can be used to promote active learning where the learner will experience meaningful learning outcomes as a result of the learner's activity during learning. Learners will be able to go beyond viewing text, they will be able to view images as well as videos. Types of active learningThere are two types of active learning behavioral activity (hands on activities that do not guarantee meaningful learning) and cognitive activity – which promotes meaningful learning (Mayer, 2009). Still, a well-designed multimedia instructional message will most likely achieve active cognitive processing within a learner even if the individual appears to be behaviorally inactive (Mayer, 2009). A prezi presentation can be used interactively (behavioral activity) or the learner might decide to let the program run automatically. Whether or not the learner is engaged behaviorally by pressing buttons and interacting physically with the program, meaningful learning will depend on how effective the instructional messages are. Learner-centered versus technology-centered learningThere are two approaches to multimedia design: technology-centered or learner-centered designs. An instructional designer who is engaged in a technology-centered approach starts out by seeking the capability of the multimedia technology with the narrow goal of providing access to information (Mayer, 2009). These designers are mainly concerned with how to use innovative technologies in their multimedia designs. On the contrary, an instructional designer who is engaged in learner-centered approach will consider how the human mind works and how to adapt multimedia technology to aid human cognition (Mayer, 2009). Prezi presentations do not dictate to learners in the learning process. Users are in full control of the program and are able to organize information in various ways such as nonlinear form, zooming in or out, input videos, text or other forms of graphics.
Google Hangouts in Light of Mayer’s cognitive theory of Multimedia learning Google + hangouts is a free Google live video chat service that was launched during 2013. This Google application allows up to 10 users to be engaged synchronously through instant messaging and video. The program also allows users to share each other’s computer screens while engaged in live video conference. This supports active learning in that learners are able to work interactively in real-time to experience meaningful learning outcomes. Types of active learning Google + hangouts allow learners to be engaged in many hands on activities; however this does not guarantee the presence of cognitive activity – which promotes meaningful learning (Mayer, 2009). However, a well-designed multimedia instructional message will most likely achieve active cognitive processing within a learner even if the individual appears to be behaviorally inactive (Mayer, 2009). Google + hangouts can be used interactively where users display behavioral activity or the learner might decide to sit and watch multimedia instructional videos, or listen to live educational conversations. Still, regardless of whether the learner is interacting physically with the program, meaningful learning will depend on how well the instructional message was designed. Learner-centered versus technology-centered learningIn education, we sometimes come across technology that is supposed to aid human cognition often it interferes and confuses people (Norman, 1993). Based on this notion, Google + hangouts might not be entirely learner-centered because some features are not exactly user-friendly. For example, starting a video call with more than two individual can be challenging for persons who are not deeply involved in technology. Moreover, according to the hype cycle theory, people will feel ecstatic at the birth of a new technology, thinking it holds all the answers and later will feel disillusioned when the limitations surface (Gartner, 2012). However, the final stage of this theory suggests that the new technology will reach a level where its benefits will be widely demonstrated and accepted. Still, Google + hangouts is relatively new and might eventually reach a stage where its benefits will be widely established and accepted.
Click the following Image to View a Prezi Presentation of Key Ideas and Concepts.
Flipped classroom has become a new trend in education. This new trend is one where students are required to view course material and practice labs at home while in the classroom, the teacher will lecture by highlighting the main points, and answer questions learners might have as they perform authentic assignments. However, flipped classroom instruction is limiting because of issues related to multimedia technology and learners’ cognitive processing.
A blended learning environment might present challenges that teachers and administrators might not be aware of. For example, students might have a traditional way of thinking concerning authentic (real-life) projects, believing that such assignments must be done at home and never in the classroom. Blended learning students will have access to the online portion of the course at home to engage in learning from course materials. However, often teachers and students will use class time to go over these materials instead of engaging in meaningful authentic projects where learners' questions can be answered in real-time.
Most likely, as blended learning professors in higher learning you may already know that multimedia resources are better than text-only resources, however, you might not be able to explain why this is so. Also, while most of you as professors might be aware of the existence of flipped classroom instruction, most likely you will not know how to effectively use multimedia tools such as Prezi presentations and Google hangouts to support this type of classroom instruction. Therefore, the purpose of this workshop is to fill a gap in multimedia design where blended learning professors will learn how to effectively use Prezi presentations and Google hangouts to support flipped classroom instruction. Multimedia tools for example, example Prezi and Google Hangout are often used in flipped classroom instruction.
Although these tools allow teachers and learners to deliver multimedia presentations, if these messages are not well-designed, they will not be effective. A well designed multimedia message will be built with the receiver’s cognitive processing in mind. A good way to incorporate the receiver’s cognitive processing in a multimedia message is to employ Mayer’s (2009) Triarchic method of Instruction. Mayer’s Triarchic model includes: 1) Reducing extraneous processing ; 2) Managing essential processing; and 3)Fostering generative processing.
Dr. Richard Mayer’s Triarchic Model of 12 Design Principles
Reducing Extraneous Processing
Managing Essential Processing
Fostering Generative Processing
- Multimedia: People learn better from words and pictures (multimedia method) than from words alone (single-medium method).
- Personalization: People learn better from multimedia lesson when the words are in conversational style (personalized method) rather than in formal style (nonpersonalized method).
- Voice: People learn better when the words in a multimedia lesson are spoken by a human voice (human-voice method) rather than a machine voice (machine-voice method).
- Image: People learn better from a multimedia lesson when the speaker's image is on screen (image-present method) rather than not on screen (no-image method).
Active LearningThe best way to promote meaningful learning outcomes is through active learning where meaningful learning outcomes is the result of the learner's activity during learning (Mayer, 2009). Still, active learning does not necessarily refer to the learner's physical behavior, for example the amount of hands-on activity that occurs during learning. The active learning level will depend on the level of cognitive activity that learners experience during instruction. For example, a well-designed multimedia instructional message with effective passive instruction will yield active cognitive learning. For instance, using mind tools and concept maps for collaboration. Also, a well-designed multimedia instructional message with effective active instruction will yield active cognitive learning. For example, when learners use interactive games and simulations.
Prezi Presentations in Light of Mayer’s cognitive theory of Multimedia learning
Prezi is a cloud-based presentation program which was created during 2009 by Peter Arvai (prezi, 2014). Due to its intuitive nature, educators and learners can use prezi to organize information to promote knowledge construction for finding meaning to complex problems. Prezi presentations can be used to promote active learning where the learner will experience meaningful learning outcomes as a result of the learner's activity during learning. Learners will be able to go beyond viewing text, they will be able to view images as well as videos.
Types of active learningThere are two types of active learning behavioral activity (hands on activities that do not guarantee meaningful learning) and cognitive activity – which promotes meaningful learning (Mayer, 2009). Still, a well-designed multimedia instructional message will most likely achieve active cognitive processing within a learner even if the individual appears to be behaviorally inactive (Mayer, 2009). A prezi presentation can be used interactively (behavioral activity) or the learner might decide to let the program run automatically. Whether or not the learner is engaged behaviorally by pressing buttons and interacting physically with the program, meaningful learning will depend on how effective the instructional messages are.
Learner-centered versus technology-centered learningThere are two approaches to multimedia design: technology-centered or learner-centered designs. An instructional designer who is engaged in a technology-centered approach starts out by seeking the capability of the multimedia technology with the narrow goal of providing access to information (Mayer, 2009). These designers are mainly concerned with how to use innovative technologies in their multimedia designs. On the contrary, an instructional designer who is engaged in learner-centered approach will consider how the human mind works and how to adapt multimedia technology to aid human cognition (Mayer, 2009). Prezi presentations do not dictate to learners in the learning process. Users are in full control of the program and are able to organize information in various ways such as nonlinear form, zooming in or out, input videos, text or other forms of graphics.
Google Hangouts in Light of Mayer’s cognitive theory of Multimedia learning
Google + hangouts is a free Google live video chat service that was launched during 2013. This Google application allows up to 10 users to be engaged synchronously through instant messaging and video. The program also allows users to share each other’s computer screens while engaged in live video conference. This supports active learning in that learners are able to work interactively in real-time to experience meaningful learning outcomes.
Types of active learning
Google + hangouts allow learners to be engaged in many hands on activities; however this does not guarantee the presence of cognitive activity – which promotes meaningful learning (Mayer, 2009). However, a well-designed multimedia instructional message will most likely achieve active cognitive processing within a learner even if the individual appears to be behaviorally inactive (Mayer, 2009). Google + hangouts can be used interactively where users display behavioral activity or the learner might decide to sit and watch multimedia instructional videos, or listen to live educational conversations. Still, regardless of whether the learner is interacting physically with the program, meaningful learning will depend on how well the instructional message was designed.
Learner-centered versus technology-centered learningIn education, we sometimes come across technology that is supposed to aid human cognition often it interferes and confuses people (Norman, 1993). Based on this notion, Google + hangouts might not be entirely learner-centered because some features are not exactly user-friendly. For example, starting a video call with more than two individual can be challenging for persons who are not deeply involved in technology. Moreover, according to the hype cycle theory, people will feel ecstatic at the birth of a new technology, thinking it holds all the answers and later will feel disillusioned when the limitations surface (Gartner, 2012). However, the final stage of this theory suggests that the new technology will reach a level where its benefits will be widely demonstrated and accepted. Still, Google + hangouts is relatively new and might eventually reach a stage where its benefits will be widely established and accepted.